FOLEY MIDDLE SCHOOL’S



Foley MIDDLE SCHOOL

Comprehnsive School COUNSELING PLAN

2020-2021

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Mrs. Jennifer A. Kukes

Mrs. Coryn M. Ebert

Preface

The Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89, provides a framework for local school systems and schools to develop and implement school counseling and guidance programs. Since the publication of the previous state bulletin, the American School Counselor Association (ASCA) has developed a research-based publication, The ASCA National Model: A Framework for School Counseling Programs, that promulgates national school counseling standards. The National Model was used extensively in the development of Alabama’s 2003 document. The Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89, provides a revised structure for outcome-based school counseling and guidance programs that is aligned with the ASCA National Model and the Alabama Professional Education Personnel Evaluation (PEPE) Program for Counselors.

The Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89, presents a model that helps prepare students for success in academic, career, and personal/social development. Counseling and guidance is an integral part of each school’s total educational program. The counseling and guidance program helps students achieve their full potential through four program delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support. This document and The ASCA National Model: A Framework for School Counseling Programs should be used by all Alabama public schools for developing and implementing comprehensive, outcome-based school counseling and guidance programs that meet the needs of all students.

SECTION I: DeFINE

School Counselors design and deliver school counseling programs that improve student outcomes. The ASCA National Model: A Framework for School Counseling Programs outlines the components of a school counsling program that is integral to the school’s academic mission and is created to have a significant positive impact on student achievement, attendance and discipline. The ASCA National Model guides school counselors in the development of school counseling programs that:

❖ Are based on data-informed decision making

❖ Are delivered to all students systematically

❖ Include a developmentally approparite curriculum focused on the mindsets and behaviors all students need for postsecondary readiness and success

❖ Close achievement and opportunity gaps

❖ Result in improved student achievement, attendance and discipline

Training and credentialing matters. School counselors are certified/liscenced educators with a minimum of a master’s degree in school counseling, making them uniquely qualified to address all students’ academic, career, and social/emotional development needs through implementation of a school counseling program that promes and enhances student success.

Standards for students and professional practice serve as the defining documents of the school counseling profession. Three sets of standards help school counselors develop, implement and assess a school counseling program.

Student Standards

❖ ASCA Mindsets & Behaviors for Student Succcess: K-12 College-and-Career Readiness Standards for Every Student

Professional Standards

❖ ASCA Ethical Standards for School Counselors

❖ ASCA School Counselor Professional Standards & Competencies

School Counselors are ADVOCATES for students, aiming to eliminate barriers impeding student development and academic achievement for all students.

School Counselors are LEADERS in their schools, serving on numerous committees and implementing a data-driven comprehensive school counseling program for all students.

School Counselors are COLLABORATORS, working together with teachers, school staff, administration, parents/guardians, community members and all other stakeholders to support success for all students.

SECTION II: MANAGE

To effectively deliver school counseling planned activities, strategies and interventions and to address all students’ developmental needs, the school counseling program at Foley Middle School must be effectively and efficiently managed. School counselors develop a vision and mission statement for the school counseing program, based on program beliefs.

Program Beliefs

Beliefs matter. Beliefs are personal and individual and are derived from our backgrouds, culture and experiences. Beliefs drive our behaviors.

Our beliefs:

 

❖ All students have the ability to achieve and meet high expectations to be successful in college and career opportunities. 

❖ Student’s developmental needs are best met through the implementation of a comprehensive school counseling program. 

❖ School counselors advocate for EVERY student and are leaders who collaborate with stakeholders to create equitable access to rigorous curriculum and opportunities for self-guided personal growth. 

❖ Student achievement is maximized by participation in a comprehensive school counseling program that is planned, managed, delivered and evaluated by licensed professional. 

❖ The use of data is essential to the evaluation of programs and to set goals to guide the development of the comprehensive school counseling program promoting student achievement. 

❖ School counselors abide by the professional school counseling ethics as advocated by the American School Counseling Association to make decisions based on the highest moral principles to promote the maximum development of ever student.

Baldwin County Public Schools

Vision Statement

Our vision is to foster a nurting environment with high expectations for students to achieve their potential and graduate with countless opportunities.

Foley Middle School

Vision Statement

At this time, Foley Middle School does not have a vision statement.

Foley Middle School Counseling

Vision Statement

Our vision is that all students are inspired lifelong learners who will graduate with countless opportunities and use their gifts to positively impact their school, community, and the world.

Baldwin County Public Schools

Mission Statement

In partnership with the community, the Baldwin County Public Schools’ mission is to prepare ALL students to graduate College and Career Ready through a culture of equity and opportunity.

Foley Middle School

Mission Statement

Meeting the needs of all students so they can achieve their worth and potential.

Foley Middle School Counseling

Mission Statement

Our mission is to cultivate a collaborative culture that promotes equity, opportunity, and meets the needs of all students. Through advocacy and leadership, school counselors will deliver a data-driven comprehensive school counseling program so that all students will recognize their gifts, achieve their potential, and graduate college and career ready.

Data-Driven Approach

The comprehensive school counseling and guidance program is an essential integrated component of the total instructional program through which students have maximum opportunity for academic, career, and social/emotional development. In this regard, the comprehensive school counseling program involves a planned, purposeful, and sequential program of activities. The comprehensive school counseling program at Foley Middle School is data-driven by student needs and provides outcome-based accountability measures that align the school counseling program with Foley Middle School’s and Baldwin County Board of Education’s overall academic mission and vision.

School counselors are proficient in the collection, analysis and interpretation of student achievement, attendance and disciplinary data. The use of data helps school counselors to:

❖ Monitor student progress

❖ Identify students who are having difficulties or discipline problems

❖ Identify barriers to learning

❖ Understand factors affecting student behavior

❖ Identify access and equity issues

❖ Close achievement, opportunity and attainment gaps

❖ Assess the effectiveness of school counseling program activities

❖ Improve, modify or change services provided to students

❖ Educate stakeholders about the power of a school counseling program

Primary Data Types

Data defines the who, what and why of school counselors’ work with students. It allows school counselors to know how the school counseling program is effectively managed, delivered and assessed.

Participation Data – A central tenet of the school counseling program is that it is delivered to all students. Particpation data answers the question, “Who participated in what activities?” This data describes how many students were affected by the activity, how much time was devoted to the activity and how many sessions were conducted.

Mindsets & Behaviors Data – This data shows what progress students have made toward attaining the ASCA Mindsets & Behaviors standards and answers the question, “What did students learn through participation in school counseling activites?” School counselors measure changes in attitudes, knowledge and skills from content delivered.

Outcome Data – It is important for counselors to understand what impact the activities and interventions have on achievement, attendance and discipline.

Program Goals

School counseling programs throughout Alabama may differ in recognized need; however, every school system and school must develop a comprehensive, outcome-based, and developmental counseling and guidance program. The ASCA has developed national standards to better define the role of school counseling programs. The standards address program content and identify broad areas of knowledge, attitudes, and skills that all students develop as a result of participating in an effective school counseling program.

Foley Middle School has utilized The ASCA National Model: A Framework for School Counseling Programs to provide all essential elements for developing programs to help students achieve success in school. The ASCA National Standards facilitate student development in three domains: Academic Development, Career Development, and Personal/Social Development. School counselors develop specific program goals each year based upon these.

GOAL #1 By May 25, 2021 the number of discipline incidents will decrease by 2% from 569 incidents to 557 incidents.

Strategies implemented will include, but is not limited to:

❖ Live Respect counseling curriculum for boys

❖ Healthy Relationships counseling curriculum for all students

❖ Monthly news announcements teaching coping skills

❖ Assign students on discipline watch list as counseling helpers

❖ Collaboration and communication with parents/guardians, teachers, and admin

❖ Individual counseling/behavior monitoring

GOAL #2 By January 31, 2021 the percentage of Hispanic students on track in the Winter Performances Series will increase by 2% from 46% to 48%.

Strategies implemented will include, but is not limited to:

❖ Hispanic Heritage Month

❖ Monthly news announcements about academic skills in Spanish and English

❖ Small group counseling

❖ Collaboration and communication with parents/guardians, teachers, and admin

❖ Collaboration with ESL Liason and ESL Teacher

❖ Peer Tutoring

Advisory Council

Local Education Agency (LEA) Counseling Advisory Committee

In order to ensure that the system’s comprehensive school counseling program is an integral part of the total school system and community, the LEA counseling advisory committee must be in place. The LEA counseling advisory committee is a representative group of persons appointed to provide advice and assistance for the school counseling and guidance program within a school system. The committee should consist of representative stakeholders of the school counseling program, including students, parents or guardians, teachers, counselors, administrators, school board members, as well as business and community representatives. Ideally, advisory committee membership reflects the community’s diversity. The advisory committee serves as a communication liaison between the comprehensive counseling program and the community. The LEA counseling advisory committee reviews program goals, competencies, and results, and participates in making recommendations to the school counseling and guidance department, principal, and superintendent. It is recommended that the committee meet at least twice a year.

Foley Middle School School Counseling Advisory Committee

In addition to the LEA counseling advisory committee, the counseling program at Foley Middle School has established an advisory committee to advise and assist with the development and implementation of the comprehensive school counseling program as reflected in the LEA advisory committee guidelines. The committee helps identify student needs and provides program support. The school counseling committee assists with the development and implementation of the comprehensive school counseling program. Committee members represent all interested parties of the comprehensive counseling and guidance program: students, parents/guardians, teachers, administrators, and community resource persons. The advisory council meets twice a year; once in the fall and once in the spring and reviews school and needs assessments data, program goals, results reports, and collaborates to support all students.

The 2020-2021 Advisory Council Members:

❖ Jennifer Kukes, 7th grade counselor

❖ Coryn Ebert, 8th grade counselor

❖ Kerry Edwards, Assistant Principal

❖ Laura Lankford, Teacher

❖ Joe Pryor, Teacher

❖ Deon Gatson, Compass II Life

❖ Lauri Ray, Alta Pointe

❖ Daissy Serna, Catholic Social Services

❖ Joshua Noah, The Lighthouse

❖ Carla Hellwege, ESL Liason

❖ Nidla Lehmann, ESL Liason

❖ Ansley Beverly, Social Worker

❖ Chris Rivers, Papa Johns

❖ Jerri Johnson, CARE House

❖ Claudia Guadalajara, Student

❖ Gale Croft, South Baldwin Chamber of Commerce

2020-2021 Proposed Meeting Dates:

**September 30, 2020 @ 8:30 am **February 24, 2020 @ 8:30 am

Student Competencies

DOMAINS

The competencies are organized in three broad domains: academic, career and social/emotional development. These domains promote mindsets and behaviors that enhance students’ learning process and create a culture of college and career readiness for all students. The definitions of each domain are as follows:

Academic Development: Competencies guiding school counseling program to implement strategies and activities to support and maximize each student’s abilty to learn.

Career Development: Competencies guiding school counseling programs to help students 1) understand the connection between school and the world of work and 2) plan for and make a successful transition from school to postsecondary education and/or the world of work and from job to job across the life span.

Social/Emotional Development: Comptencies guiding school counseling programs to help students manage emotions and learn and apply interpersonal skills.

ASCA Mindsets & Behaviors for Student Success

Category 1:

MINDSETS

Includes standards related to the psychosocial attitudes or beliefs students have about themselves in relation to academic work. These make up the students’ belief system as exhibited behaviors.

M 1. Belief in development of whole self, including a healthy balance and mental, social/emotional and physical well-being.

M 2. Self- confidence in ability to succeed.

M 3. Sense of belonging in the school environment.

M 4. Understanding that postsecondary education and life-long learning are necessary for long-term career success.

M 5. Belief in using abilities to their fullest to achieve high-quality results and outcomes.

M 6. Positive attitude toward work and learning.

Category 2:

Behavior Standards

These 35 standards include behaviors commonly associated with being a successful student. These behaviors are visible, outward signs a student is engaged and putting forth effort to learn. The behaviors are grouped into three subcategories.

Learning Strategies: Processses and tactis students employ to aid in the cognitive work of thinking, remembering or learning

B-LS 1. Demonstrate critical-thinking skills to make informed decisions

B-LS 2. Demonstrate creativity

B-LS 3. Use time-management, organizational and study skills

B-LS 4. Apply self-motivation and self- direction to learning

B-LS 5. Apply media and technology skills

B-LS 6. Set high standards of quality

B-LS 7. Identify long- and short-term academic, career and socialemotional goals

B-LS 8. Actively engage in challenging coursework

B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions

B-LS 10. Participate in enrichment and extracurricular activities

Self-Management Skills: Continued focus on a goal despite obstacles and avoidance of distractions or temptations to prioritize higher pursuits over lower pleasures

B-SMS 1. Demonstrate ability to assume responsibility

B-SMS 2. Demonstrate self-discipline and self-control

B-SMS 3. Demonstrate ability to work independently

B-SMS 4. Demonstrate ability to delay immediate gratification for long-term rewards

B-SMS 5. Demonstrate perseverance to achieve long- and short-term goals

B-SMS 6. Demonstrate ability to overcome barriers to learning

B-SMS 7. Demonstrate effective coping skills when faced with a problem

B-SMS 8. Demonstrate the ability to balance school, home and community activities

B-SMS 9. Demonstrate personal safety skills

B-SMS 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities

Social Skills: Acceptable behaviors that social interactions, such as those between peers or between students and adults

B-SS 1. Use effective oral and written communication skills and listening skills

B-SS 2. Create positive and supportive relationships with other students

B-SS 3. Create relationships with adults that support success

B-SS 4. Demonstrate empathy

B-SS 5. Demonstrate ethical decision- making and social responsibility

B-SS 6. Use effective collaboration and cooperation skills

B-SS 7. Use leadership and teamwork skills to work effectively in diverse teams

B-SS 8. Demonstrate advocacy skills and ability to assert self, when necessary

B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment

Classroom and Group School

Counseling Standards and Skills Action Plan

The School Counseling Standards guide the planning and delivery of all student activities and interventions. The purpose of the classroom and group action plan is to provide an overview of the delivery of direct services in large group (LG), classroom (Class) and small group (SG) settings. This plan presents the topics addressed, and the annual calendar presents schedule of all classroom and groups activities.

|Standards and Skills |Activity |Participants |Class/LG |SG |

|1. Belief in development of whole self, including a |You Are Unique |7th Grade |X | |

|healthy balance of mental, social/ emotional and physical | | | | |

|well-being | | | | |

|2. Self-confidence in ability to succeed |Hispanic Heritage Month | |X | |

|3. Sense of belonging in the school environment |Hispanic Heritage Month |7th & 8th grade |X | |

| |Black History Month | | | |

|4. Understanding that postsecondary education and lifelong|Career Assessments & Exploration |8th Grade |C | |

|learning are necessary for long-term career success | | | | |

|5. Belief in using abilities to their fullest to achieve | | | | |

|high-quality results and outcomes | | | | |

|6. Positive attitude toward work and learning |Academic Small Group | | |SG |

|Learning Strategies |

|7. Demonstrate critical-thinking skills to make informed | | | | |

|decisions | | | | |

|8. Demonstrate creativity | | | | |

|9. Use time-management, organizational and study skills | | | | |

|10. Apply self-motivation and self-direction to learning | | | | |

|11. Apply media and technology skills |Internet Safety |7th & 8th Grade |X | |

|12. Set high standards of quality | | | | |

|13. Identify long- and short-term academic, career and |Wildly Important Goals |7th & 8th Grade |X | |

|social/emotional goals | | | | |

|14. Actively engage in challenging coursework |Preparing for High School |8th Grade |X | |

|15. Gather evidence and consider multiple perspectives to | | | | |

|make informed decisions | | | | |

|16. Participate in enrichment and extracurricular | | | | |

|activities | | | | |

|Self-Management Skills |

|17. Demonstrate ability to assume responsibility |Suicide Prevention |8th Grade |X | |

|18. Demonstrate self-discipline and self-control |Check In/Check Out Behavior |7th & 8th Grade |X | |

| |Reflection | | | |

|19. Demonstrate ability to work independently | | | | |

|20. Demonstrate ability to delay immediate gratification | | | | |

|for long-term rewards | | | | |

|21. Demonstrate perseverance to achieve long- and |Wildly Important Goals |7th & 8th Grade |X | |

|short-term goals | | | | |

|22. Demonstrate ability to overcome barriers to learning |Academic Small Group |7th Grade |X | |

|23. Demonstrate effective coping skills when faced with a |Monthly Counselors Corner |7th & 8th Grade |X | |

|problem | | | | |

|24. Demonstrate the ability to balance school, home and | | | | |

|community activities | | | | |

|25. Demonstrate personal safety skills |More Than Sad & Signs of Suicide |7th & 8th Grade |X | |

| | | | | |

|26. Demonstrate ability to manage transitions and ability |MANE Event |7th Grade & 8th Grade |X | |

|to adapt to changing situations and responsibilities | | | | |

|Social Skills |

|27. Use effective oral and written communication skills | | | | |

|and listening skills | | | | |

|28. Create positive and supportive relationships with |Anti-Bullying/Healthy |8th Grade |X | |

|other students |Relationships (CARE House) | | | |

|29. Create relationships with adults that support success |Advisory |7th & 8th Grade |X | |

|30. Demonstrate empathy |Kindness Week (Peer Helpers) |7th & 8th Grade |X | |

|31. Demonstrate ethical decision-making and social |Say Something Week |7th & 8th Grade |X | |

|responsibility | | | | |

|32. Use effective collaboration and cooperation skills |Day of Caring |8th Grade |X | |

|33. Use leadership and teamwork skills to work effectively|House System Meetings |7th & 8th Grade |X | |

|in diverse teams | | | | |

|34. Demonstrate advocacy skills and ability to assert |Personal Power |7th & 8th Grade |X | |

|self, when necessary | | | | |

|35. Demonstrate social maturity and behaviors appropriate |Live Respect |7th Grade |X | |

|to the situation and environment | | | | |

Use of Time

ASCA recommends school counselors spend at least 80% of their time in direct and indirect services to students. The School Counselor Use of Time Assessment (SCUTA) provides a snapshot of how school counselors spend their time in each of the components of the ASCA National Model. The school counselors keep daily records that document time and activities performed, using SCUTA. These records allow counselors and administrators to determine the actual amount of time spent in each of the four program delivery components and in non-school counseling activities. In this way, adjustments can be made to better utilize counselor time so that the greatest amount of time is spent in direct service to students.

Weekly Calendars

School counselors create weekly calendars to provide a detailed plan of the school counselor’s activities for the week. Although the weekly calendar is somewhat flexible due to crises or immediate student needs, this calendar serves as a plan for program implementation on a daily basis.

Annual Calendar

The annual calendar serves as a guideline and communicates our program’s priorities. It is published on the school website and on the school’s outlook calendar to inform the faculty. The school counselors collaborate regularly to develop a monthly calendar that is in sync for both grade levels as well as the school calendar. The monthly calendar is kept visible for counselors on their desk and in personal planners and is displayed for students, teachers, and school staff on the wall in our school counseling office.

JULY

• Assist with regisration and enrollment of new students

• Conduct placement testing for new students enrolling from homeschool

• Plan SMART Goals for upcoming school year

• Annual Administrative Conference

• Finalize Annual Calendar

• Finalize Action Plans

• Professional Development: Section 504 In-service

AUGUST

• MANE Event (7th grade Orientation)

• Lead training on Anti-Harassment, Mandatory Reporting, Suicide Prevention & 504 Training, Homelessness Training

• Professional Development: Back-to-School Counselors’ Inservice

• Open House for Parents/Guardians

• Classroom Guidance: Transition Reflection

• Anti-Bully Assembly

• Classroom Guidance: Internet Safety (7th grade)

• Acheivement Small Group

• Tell a Joke Day

• Weekly backpack program

SEPTEMBER

• Classroom Guidance: Suicide Prevention (7th & 8th grade)

• Classroom Guidance: Learn to be G. L. A. D

• Suicide Awareness Week

• Classroom Guidance: Internet Safety (7th grade)

• RTI Meeting

• Attendance Awareness Week

• Worlds of Opportunity Career Expo (8th grade)

• Make-Up ACCESS for ELLs Teating

• Title 1 Parent Night

• Advisory Council Meeting

• Professional Development: Fall Counselors Inservice

• Parent Night: Internet Safety

• Classroom Guidance: You Are Unique (7th grade)

• Acheivement Small Group

• Weekly backpack program

• Talk Like a Pirate Day

OCTOBER

• Classroom Guidance: Safer, Smarter, Teens (7th Grade)

• Classroom Guidance: Socially Unacceptable (8th grade)

• Classroom Guidance: Learn to be G. L. A. D

• Classroom Guidance: Live Respect (Boys)

• End of 1st Quarter

• Hispanic Heritage Week

• Professional Development: Fall Counselors’ In-service

• Begin weekly Wildly Important Goal Student Planning with failing students

• Red Ribbon Week

• Classroom Guidance: Opioid Presentation

• College Application Week

• Red Ribbon Week

• Mix-It-Up Day

• Canned Food Drive Begins

• Turkey Take-Out Referrals

• Individual Student Planning: Wildly Important Goals

• Weekly backpack program

• International Coffee Day

• RTI Meeting

NOVEMBER

• Classroom Guidance: Learn to be G. L. A. D

• Classroom Guidance: Safer, Smarter, Teens (8th Grade

• Classroom Guidance: Live Respect (Boys)

• ALCA Conference

• Individual Student Planning: Wildy Important Goals

• Christmas Referrals

• Canned Food Drive

• Turkey Take-Out Referrals

• Weekly backpack program

• RTI Meeting

DECEMBER

• Classroom Guidance: Learn to be G. L. A. D

• Classroom Guidance: Live Respect (Boys)

• Eat a Red Apple Day

• RTI Meeting

• Individual Student Planning: Wildy Important Goals

• End of 2nd Quarter

• Classroom Guidance: Healthy Relationships/Anti-Bullying

• Student-led Conferences

• Christmas Referrals

• Stocking Drive

• Canned Food Drive

• Weekly backpack program

• RTI Meeting

JANUARY

• Classroom Guidance: Learn to be G. L. A. D

• Classsroom Guidance: Career Assessments

• Attend ACCESS/Alternate ACCESS Test Training

• Classroom Guidance: IB Presentation (8th grade)

• IB Open House

• RTI Meeting

• Academic Guide Meeting

• Rising 9th Grade Parent Night

• Popcorn Day

• Professional Development: Winter Counselors’ Inservice

• ACCESS for ELLs

• Classroom Guidance: Preparing for high school

FEBRUARY

• Classroom Guidance: Learn to be G. L. A. D

• Classroom Guidance: Reality Check (8th grade)

• RTI Meeting

• National School Counselor Week

• Random Acts of Kindness Week

• Facilitate ACCESS/Alternate ACCESS testing

• Alternate ACAP Testing

• ACCESS for ELLs Testing

• Indiviudal Student Planning: 4 Year Plans

• Pizza Day

• Advisory Council Meeting

• Career Fair

MARCH

• Classroom Guidance: Learn to be G. L. A. D

• Indiviudal Student Planning: 4 Year Plans

• Say Something Week

• Alternate ACAP Testing

• ACCESS for ELLs Testing

• RTI Meeting

• End of 3rd Quarter

• Individual Student Planning: Complete 4-year Education Plans

APRIL

• Classroom Guidance: Learn to be G. L. A. D

• Facilitate schoolwide Spring Performance Series testing

• ACAP Summative

• Individual Student Planning: Complete 4-year Education Plans

MAY

• Classroom Guidance: Learn to be G. L. A. D

• Individual Student Planning: Complete 4-year Education Plans

• 8th Grade Awards Ceremony

• Classroom Guidance: Transioning to Middle School

• Social Media Free Week

Annual Administrative Conference

The annual administrative conference is a formal discussion between school counselors and the principal of the school. The discussion can increase an administrator’s understanding of a school counseling program and includes information such as:

❖ The school counseling program priorities

❖ How school counseling goals align with the school’s goals

❖ How school counselors currently use their time

❖ Ratios and caseload

❖ Direct and indirect services to be delivered

❖ Advisory council dates and members

❖ Plans for professional development

❖ The school counselor’s role on committes or other professional work

Section III: Deliver

A comprehensive school counseling program must ensure that every student has multiple opportunities to acquire competencies in the three domains of Academic Development, Career Development, and Social/Emotional Development. A combination of the four program delivery components (School Counseling Core Curriculum, Individual Student Planning, Responsive Services, and System Support) should be utilized in assisting students to achieve these competencies.

Direct Student Services

School Counseling Core Curriculum

The school counseling core curriculum includes structured experiences presented systematically through schoolwide and classroom activities. The curriculum is developed based upon the ASCA Mindsets & Behaviors. The intent of instruction is to help all students maximize their potential by enhancing academic, career, and social/emotional development and improving outcomes of achievement, attendance, and discipline.

Group Activities: The school counselors, in collaboration with the school counseling student support team, conduct planned activites outside of the classroom to promote the academic, career, and personal/social development of all students. At Foley Middle School, these programs may include, but are not restricted to:

❖ Suicide Awareness and Prevention Week

❖ MANE Event Orientation for Rising 7th grade students

❖ Red Ribbon Week

❖ Attendance Awareness Week

❖ Acts of Kindness Week

❖ Say Something Week (Youth Violence)

❖ National School Counselor Week

❖ Career Fair

❖ Anti-Bully Assembly

❖ Counselors’ Corner News Announcements

❖ Social Media Free Week

Instruction: The school counseling core curriculum is delivered throughout the school year. It is a planned, written instructional program that is comprehensive in scope, preventative in nature and developmental in design. The school counselors plan and evaluate the core curriculum on an ongoing basis. Classroom guidance may include, but are not restricted to:

❖ Suicide Awareness and Prevention (Jason Flatt Act)

❖ You Are Unique

❖ Socially Unacceptable

❖ Internet Safety

❖ Bullying

❖ Safer, Smarter, Teens (Erin’s Law)

❖ Substance Abuse

❖ Preparing for High School

❖ Career Exploration

❖ Live respect

❖ Be G. L. A. D

Interdisciplinary Curriculum Development: Counselors participate on interdisciplinary teams to develop and refine curriculum in content areas. These teams develop classroom units that integrate subject matter with the school guidance curriculum. Counselors assist teachers in the delivery of classroom units that lead to acquisition of competencies in the domains of affective, social, and employability skills for every student in developmentally appropriate ways.

❖ Lighthouse Team

❖ Leadership Team

Parent Workshops and Instruction: Counselors conduct workshops and information sessions for parents or guardians to address the needs of the school community and to reflect the school counseling and guidance curriculum. The 8th grade counselor collaborates with the Foley high school to conduct an annual Parent Meeting regarding high school registration information.

❖ 7 Habits for Highly Effective Families

❖ Title 1 Parent Night

❖ Testing Parent Night

❖ Rising 9th Grade Parent Night

Appraisal and Advisement

School counselors provide every student with an opportunity to plan, monitor, and manage their academic, career, and social/emotional development. Appraisal and advisement is provided to all students to help them understand their abilities, values and career interests and to attain the ASCA Mindsets & Behaviors for Student Success.

Individual or Small-Group Appraisal: Counselors help students assess and interpret individual abilities, interests, skills, and achievements. The utilization of appropriate assessment information becomes an important aspect of individual development of immediate and long-range plans.

Individual or Small-Group Advisement: Counselors help students acquire self-appraisal skills; personal and social development skills; and educational, career, and labor market information. This information assists students in planning for personal, academic, and career aspirations. Counselors recognize the critical need to enlist teachers and parents or guardians in helping students make academic and career choices.

Placement and Follow-Up: Counselors advise students in making transitions by providing information and by assisting in the access of resources.

Topics for individual student planning activities may include, but are not limited to:

❖ Career Awareness & Exploration

❖ Career/Technical Education

❖ Teacher Advisory Programs

❖ Career Shadowing

❖ Student Portfolios

❖ Four-Year Educational Plan

❖ Honors and Awards Programs

❖ Financial Aid/Scholarship Advising

❖ Role Playing

❖ Postsecondary Application Process

Counseling

Counseling is the professional assistance and support provided to a student or small group of students during times of transition, heightened stress, critical change, or other situations impeding student success. Counseling can be proactive as well as responsive and helps students identify problems, causes, potential consequences and benefits, alternatives and outcomes so they can make decisions and take appropriate actions. Examples of responsive services delivery options within this component may include, but are not restricted to:

Consultation: School counselors serve as student advocates by consulting with students, parents or guardians, educators, and community agencies regarding strategies to help students and families. Advocacy may include participation in student study teams and student management teams.

Personal Counseling: Counseling is provided in small-group or individual settings to support student achievement in school. Counseling services are provided for all students experiencing difficulties dealing with relationships, personal concerns, or developmentally appropriate tasks. Personal counseling assists students in identifying problems, causes, alternatives, and consequences leading to informed decision making. It is goal-focused and short-term. School counselors do not provide therapy or long-term counseling in schools to address psychological disorders. However, school counselors are highly trained and are prepared to recognize mental health crises and address the barriers to student success by offering short-term prevention services and education and resources to support long-term needs through appropriate referrals to outside agencies.

Crisis Response: Counseling and support services are provided to students and families facing emotional crises. Crisis counseling is normally short-term and temporary, using appropriate referral sources if necessary, and following-up to prevent the crisis from becoming more severe. The school counselors follow the written procedures provided by the district for suicide intervention and mandatory reporting of child abuse and neglect.

Peer Facilitation: Counselors may train students as peer mediators, conflict managers, tutors, and mentors. Programs should adhere to the ethics standards and practices established by the National Peer Helpers Association. Foley Middle School has established a Peer Helper Program which is funded by the Jennifer Claire Moore Foundation. Peer Helpers are trained in peer mediation, mentoring new students, and tutoring.

Indirect Student Services

Indirect student services support student success and to promote equity and access for all students. Although students are the beneficiaries of indirect services, school counselors with parents, teachers, administrators, school staff and community stakeholders to promote achievement for a specific students or to promote systemic change to address the needs of groups of students such as underachieving or under-represented groups of students in the school.

This component provides appropriate support to academic programs. School counselors perform in accordance with the ASCA Ethical Standards and make a considerable effort to protect student confidentiality. Examples of system support delivery options within this component may include, but are not restricted to:

Referrals: School sounselors use referral sources to enhance the services provided through the school counseling and guidance program. School counselors provide resources to students and families on a regular basis. These referral sources may include, but are not restricted to:

• Mental Health Agencies

• Employment and Training Programs

• Vocational Rehabilitation

• Juvenile Services

• Social Services

• Tutoring programs

Consultation: Counselors consult regularly with teachers and professional staff members in order to receive feedback on emerging needs of students and to provide information and support to staff. The role of the school counselor is to advocate for students to promote academic, career, and personal/social development. School couselors consult with others to gather the necessary information to meet student’s immediate needs and help them to achieve their potential.

Collaboration: School counselors work with educators, parents/guardians, and the community daily to support student success. School counselors may collaborate through teaming, serving on advisory councils or committes, and facilitating parent workshops.

Professional Development: Counselors are regularly involved in updating professional knowledge and skills.. This may involve participating in regular school in-service training, attending professional meetings, completing postgraduate course work, and contributing to professional journals. Both counselors at Foley Middle School are Alabama Counseling Association (ALCA) members and regularly attend professional conferences and workshops.

In-Service: Counselors attend system and school in-service training to ensure counseling skills are updated in the areas of curriculum development, technology, and data analysis. Counselors also provide in-service instruction to school staff at the beginning of the year regarding 504, suicide prevention, mandatory reporting, and anti-bullying/anti-harassment.

Public Relations: Counselors design activities to orient the staff and community about the comprehensive school counseling program. The school counselors at Foley Middle School were awarded the Bronze RAVE Award for the 2017-18 school year and were recognized at the ALCA Conference and a school board meeting. Additionally, the counselors use the school website and social media accounts to inform others about the school counseling program.

Community Outreach: Counselors forge partnerships with local businesses, industries, and social service agencies. Community outreach requires counselors to be knowledgeable about community resources, employment opportunities, and local labor market information. At Foley Middle School, the school counselors partner with several community agencies and churches to provide holiday assistance as well as clothing and school supplies.

Curriculum Development Support: Counselors participate in the ongoing review and revision of academic curriculum materials as related to data analysis, student advocacy, postsecondary education, and career/technical education planning. The school counselors regularly participate in school improvement, Title 1, RtI, PLCs, and closing-the-gap action plans.

Program Management and Operations: Planning and management tasks include the support of activities conducted in the school counseling program and responsibilities expected of a member of the school staff. Budget, facilities, policies and procedures, and research and resource development are elements of management activities.

Research and Evaluation: Some examples of counselor research and evaluation include PEPE or other personnel guidance evaluations, program evaluations, data analysis, follow-up studies, professional development, and updating of resources.

Fair-Share Responsibilities: Fair-share responsibilities include such tasks as bus duty, lunch duty, hall duty, and taking tickets at sports events. Non-guidance responsibilities assigned to counselors should not be above and beyond those of other certified staff members, and should not interfere with the delivery of guidance services.

Program Benefits

All stakeholders share the benefits of this plan. School counseling and guidance programs have a positive impact on students, parents/guardians, teachers, administrators, boards of education, school counselors, counselor educators, communities, postsecondary institutions, and student services personnel.

Benefits for Students:

• Ensures every student access to the school counseling and guidance program

• Monitors and interprets data to facilitate student improvement and school success

• Provides strategies for closing the achievement gap

• Promotes the most challenging and appropriate academic curriculum for each student

• Advocates for students and promotes equitable access to educational opportunities

Benefits for Parents/Guardians:

• Supports active partnerships for student learning and career planning

• Invites and coordinates access to school and community resources

• Advocates for student academic, career, and personal development

• Provides training and informational workshops

• Provides data for information on student progress

Benefits for Teachers:

• Promotes an interdisciplinary team approach to address student needs and educational goals

• Increases collaboration with school counselors and teachers

• Supports development of classroom management skills

• Analyzes data to improve school climate and student achievement

Benefits for Administrators:

• Develops and implements a school counseling and guidance plan to promote student success

• Utilizes data for school improvement

• Uses data for implementation of the Alabama PEPE Program for Counselors

• Provides a proactive school guidance curriculum that addresses student needs and enhances school climate

Benefits for Boards of Education:

• Provides data that support the implementation of a standards-based school counseling and guidance program

• Ensures equity and access to a quality school counseling and guidance program for every student

• Articulates appropriate credentials and staffing ratios

• Informs the community about school counseling and guidance program success

• Provides data about improved student achievement

Benefits for School Counselors:

• Defines responsibilities within the context of a school counseling and guidance program

• Eliminates non-school counseling program activities

• Supports access to every student

• Provides a tool for program management, implementation, and accountability

• Recognizes school counselors as leaders, advocates, and agents of change

• Ensures the school counseling and guidance program contributes to the school’s mission

• Provides evidence of ongoing activities for the implementation of the Alabama PEPE Program for Counselors

Benefits for Counselor Educators:

• Builds collaboration between counselor education programs and schools

• Provides a framework for school counseling and guidance programs

• Provides a model for site-based school counseling fieldwork and internships

• Increases data collection for collaborative research on school counseling and guidance programs

• Establishes a framework for professional development to benefit practicing school counselors

Benefits for Communities:

• Builds collaboration with businesses and industries and enhances the potential for every student’s postsecondary success

• Provides a workforce with a stronger academic foundation

• Promotes equity and access to the workforce

Benefits for Postsecondary Education:

• Enhances articulation and transition of the student to postsecondary institutions

• Encourages and supports rigorous academic preparation that prepares every student for the most appropriate postsecondary educational opportunities

• Motivates every student to seek a wide range of substantial postsecondary options, including college

• Promotes equity and access to postsecondary education for every student

Benefits for Student Services Personnel:

• Defines the school counseling and guidance program

• Maximizes collaborative teaming to ensure individual student success

• Uses school counseling and guidance program data to maximize benefits for individual student growth

• Increases collaboration for utilizing school and community resources

Coordinators’ Role

Ms. Patrice Davis

Coordination and direction of the LEA’s comprehensive counseling program is critical. School counseling coordinators provide necessary support for comprehensive school guidance program development, implementation, and evaluation of procedures that enhance the effectiveness of the school system’s comprehensive counseling and guidance program. School counseling coordinators serve as facilitators, leaders, supporters, and advisors. School counseling coordinators provide leadership to ensure the credibility of the comprehensive counseling and guidance program for faculty, staff, and the community.

Teachers’ Role

Teachers play a vital role in the planning and implementation of a comprehensive school counseling program. As professionals who have the greatest contact with students, teachers are in the best position to recognize and help provide for the developmental and individual needs of students. Through appropriate communication and referral, teachers facilitate the interaction between students and counselors. Teachers demonstrate support for the program by providing adequate opportunities for student-counselor contact. Teachers contribute directly to the school counseling program by helping counselors deliver programs that facilitate the academic, career, and personal/social development of students. Teachers strengthen and follow through on concepts presented to help students retain the knowledge, skills, and understanding established through the program. Teacher support, input, and expertise make it possible for the school counseling program to become an integral part of the total educational program.

Principal’s’ Role

Mr. Danny McDuffie, Principal

Ms. Ashley McNair, Assistant Principal

Mr. Kerry Edwards, Assistant Principal

Administrative support is critical to full implementation of the comprehensive counseling program at Foley Middle School. Principals, as chief administrators in schools, are ultimately responsible for the success of all instructional programs, including the school counseling program. Principals understand the role of school counselors and provide the necessary support for counselors to fulfill that role. Such support includes the provision of adequate facilities, materials, and clerical staff to allow counselors to use their specialized training in an effective manner. Principals provide input into program development and encourage and support participation of all school personnel in the implementation of the counseling and guidance program.

Counselors’ Role

Counselors assume the leadership role for managing and implementing the comprehensive counseling program in their school. Counselors are responsible for the systematic delivery and evaluation of structured developmental school counseling services to all students. Counselors work directly with students, individually and in small groups, to deal with unique or problem-centered concerns that require more privacy or attention than can be accommodated in structured guidance activities. Counselors serve students indirectly by acting as consultants to administrators, teachers, parents, and others to help them understand and respond to the developmental, emotional, and social needs of students. Counselors coordinate various activities within the school that are related to student welfare. Appropriate referrals, placements, and follow-ups are activities that are particularly pertinent to counseling.

During the middle school grades, counselors’ concerns shift to the changing needs of the young adolescent. Middle school counselors focus on helping students to establish, identify, and balance academic, career, and personal/social goals. Efforts begun in elementary schools are continued and expanded, although an emphasis is placed on the transition into high school. In addition, middle school counselors help students integrate knowledge of their interests, aptitude, and academic skills into the formation of a high school four-year educational plan and educational/career planning portfolio for high school and beyond.

The ASCA School Counselor Professional Standards & Competencies: The school counselors at Foley Middle School are constantly seeking to improve in their role as a professional school counselor. These standards and competencies help ensure the school counselors are equipped to establish, maintain and enhance a comprehensive school counseling program addressing academic achievement, career planning and social/emotional development.

ASCA Ethical Standards for School Counselors: These specify the principles of ethical behavior necessary to maintain the highest standard of integrity, leadership and professionalis. They guide school counselors’ decision-making and help standardize professional practice to protect btth students and school counselors. The ASCA Ethical Standards are included at the end of this document.

Use of Data: The school counselors at Foley Middle School understand that data provides the focus and direction of the comprehensive school counseling program. Data analysis is critical to ensure every student benefits from the program. The school counselors are skilled in the collection, analysis, and interpretation of student achievement, attendance, and behavioral data. Regarding the management component, school counselors administer needs assessments to students, school faculty, and parents/guardians annually to assist with program planning. Furthermore, school counselors collect process, perception, and outcome data to determine the effectiveness of the school counseling core curriculum, closing-the-gap action plans, small group action plans, and additional program initatives.

Counseling Department Organization

At the beginning of the school year, counselors meet with the principals regarding the comprehensive counseling program and complete the Annual Agreement. Specific/equitable duties and student caseloads are discussed and assigned. At Foley Middle School, Coryn Ebert is the assigned counselor 8th grade and Jennifer Kukes is the counselor for 7th grade. Both counselors are certificated educators who are highly trained in the field of counseling. Patrice Davis represents the LEA as a counseling supervisor who works with principals and counselors to ensure that program planning, design, implementation, and evaluation take place in a timely, effective, and equitable manner.

School Counseling Facilities

The school counselors serve students through the “Student Support Services” center. Each counselor has their own office, which is connected by an adjoining meeting room. This room has a table for conferences and meetings, comfortable seating options, a resource center for students and parents, monthly calendar, and additional resources for students. Students are encouraged to sign-in at the door of Student Support Services when they want to see the counselor. Students and school staff and trained how to reach the school counselor immediately in an emergency situation. The school counseling facilities at Foley Middle School serves as a safe space where all students are welcome.

School Counseling Resources

Appropriate resources are required for each of the four program delivery components: School Counseling Core Curriculum, Individual Student Planning, Responsive Services, and System Support. These resources include equipment and materials, staff expertise, and community resources. Resource materials are relevant to the program, appropriate for the diversity of the school and community, and of sufficient quantity to be useful.

Budget

School counselors at Foley Middle School should be provided the necessary equipment and materials to implement the comprehensive counseling and guidance program. Funding comes from Class Wallet, which is equivalent to $600.00 per counselor.

Minimum Requirements for

School Counseling and Guidance Programs

in Alabama

School counselors function in a manner consistent with the educational philosophy and mission of the school system and the school. As a member of the educational team, each counselor has special responsibilities for helping all students meet their needs. School counselors provide a comprehensive counseling program for students; consult and collaborate with teachers, parents, and staff to enhance their effectiveness in helping students; and follow the Minimum Requirements for Comprehensive School Counseling and Guidance Programs in Alabama.

Organizational Framework, Activities, and Time

1. Every school system and school must implement a comprehensive counseling program that:

a. Ensures that each counselor develops and follows a planned calendar of activities;

b. Ensures that 100 percent of each counselor’s time is spent in providing guidance services through the four program delivery components: School Counseling Core Curriculum, Individual Student Planning, Responsive Services, and System Support; and

c. Ensures that each counselor participates annually in a planned professional development program designed to strengthen identified needs of the counseling and guidance program and/or the counselor as well as to foster ethical standards.

2. Every school system and school must provide for performance-based evaluation of counselors. The elements of this evaluation must conform to the duties and responsibilities of the counselor as stated in the Comprehensive Counseling and Guidance State Model for Alabama Public Schools (the State Plan), Bulletin 2003, No. 89.

3. Every school system and school should make provisions for new counselors to attend the Alabama Department of Education Counselor Academy as well as encourage experienced counselors to attend this professional development opportunity.

4. Every school system and school must establish a counseling advisory committee to assist in the development and implementation of the comprehensive school counseling program.

Competencies

5. Every school system and school must implement a comprehensive counseling program that ensures that every student has the opportunity to achieve the minimum competencies at each appropriate grade level.

Structural Components

6. All schools must provide counseling and guidance services performed by certified school counselors for all students in Grades K-12 at a ratio designated by the Southern Association of Colleges and Schools for the type of school.

7. Every school system and school must implement a comprehensive school counseling program and ensure that a person is appointed at the system level to coordinate and monitor the delivery of counseling and guidance services to all students.

School Guidance Curriculum

8. Every school system and school must implement a comprehensive counseling program that:

a. Ensures that each counselor engages in counseling with students in small groups to influence responsible student behavior and enhance student academic achievement; and

b. Ensures that each counselor implements a planned sequential program of large-group guidance activities designed to teach students the competencies identified in the three domains of Academic Development, Career Development, and Personal/Social Development in a fashion that enhances the instructional program and focuses on increasing student achievement.

Individual Student Planning

9. Every school system and school must implement a comprehensive counseling program that:

a. Ensures that each counselor engages in counseling with students in individual settings that facilitate responsible student behavior and enhance student academic achievement;

b. Ensures that each Grades 8-12 counselor guides students in the development and annual revision of a high school four-year educational plan and requires students to maintain an educational/career planning portfolio of study based on legislative and other graduation requirements. (The selection of the high school four-year educational plan shall be approved in writing by the parents or guardians and become part of the educational/career planning portfolio.);

c. Ensures that each counselor demonstrates accurate and appropriate interpretation of assessment data and the presentation of relevant, unbiased information; and

d. Ensures that each counselor provides equal access and appropriate placement for all students by utilizing test data and other available information that identifies interests, achievement levels, and aptitudes.

Responsive Services

10. Every counselor must assist in the early identification of students at risk of school failure and must facilitate in the delivery of preventive and interventive services.

11. Every counselor must consult with students, parents, teachers, community agencies, and others (nurses, attendance officers, school psychologists, school social workers) regarding strategies to help students achieve personal and academic advancement.

System Support

12. Every school system and school must implement a comprehensive counseling and guidance program that:

a. Ensures that each counselor organizes and manages the counseling and guidance program to provide equal access and the most effective delivery of services to students, staff, parents, and the community;

b. Conducts systematic evaluations and follow-up studies to determine the need for program revision;

c. Promotes awareness of the program components to students, staff, and the community; and

d. Ensures that each counselor coordinates guidance services with all aspects of the school program in conjunction with other school staff and community resources.

Resources

13. Every school system and school must provide facilities that are easily accessible and allow for the implementation of a comprehensive counseling and guidance program. Minimum facility requirements for delivery of counseling and guidance services include facilities that:

a. Provide private office(s) properly equipped with locked files for counseling records,

b. Provide private telephone line(s) for confidential telephone conversations,

c. Are adequate in size for conducting small-group counseling and classroom-guidance activities, and

d. Ensure adequate space for reception areas and for organizing and displaying guidance materials.

14. Every school system and school must provide resource materials that are relevant to the program, appropriate for the community, and of sufficient quantity to be useful.

SECTION IV: ASSESS

To achieve the best results for students, school counsleors regularly assess their program to determine its effectiveness. School counselors engage in assessment to inform potential improvements to school counseling program design and delivery and to show how students are different as a result of the school counseling program.

• Classroom and group results

• Closing the gap action plans

• ASCA School Counselor Professional Standards & Competencies

• SC Program Assessment

• Performance Appraisal

• Program Results shared with stakeholders

Accountability and evaluation of school counselors and the school counseling program are integral components of quality programs. Foley Middle School’s comprehensive school counseling program is data driven. This means data is collected to validate certain counseling program activities as well as to determine if any change in student perception and behavior has occurred as a result of counseling program activities. School counselors and the comprehensive school counseling program must answer the question, “How are students different as a result of the school counseling program?” Now, more than ever, school counselors are challenged to demonstrate the effectiveness of their programs in measurable terms. This is accomplished through continuous program evaluations and student results evaluations that assess the implementation of a comprehensive school counseling program that must follow the Minimum Requirements for School Counseling and Guidance Programs in Alabama. The monitoring of student progress and program progress in addition to performing personnel evaluations requires the collection of data that support and link school counseling and guidance programs to students’ academic success.

MONITORING STUDENT PROGRESS

The school counselors of data-driven school counseling programs are able to determine what, if any, student change has occurred as a result of their efforts. Data analysis allows school counselors, administrators, faculty, and advisory committee members to create a current picture of students and the school environment. Careful analysis of the current situation allows discussion and planning to focus on student needs and the counselor’s role in addressing those needs.

Use of Data

Using student, school site, and system data to monitor student progress ensures that every student receives the necessary support to be successful in school. In order for this to occur, the school counselors are proficient in the collection, analysis, and interpretation of student achievement and related data. Monitoring student progress is part of the school counselor’s responsibility.To achieve this goal, school counselors monitor student progress through three types of data: student-achievement data, achievement-related data, and standards- and competency-related data.

❖ Student-achievement data measure academic progress.

❖ Achievement-related data measure those areas shown to be correlated to academic success.

❖ Standards- and competency-related data measure student mastery of the competencies delineated in the comprehensive counseling.

Disaggregated Data

Ensuring academic success for every student includes counselor-initiated activities designed to meet the needs of under-served, under-performing, and under-represented populations. School counselors do this by examining student academic achievement data and developing outcome-based interventions designed to help students succeed. Alabama’s school counselors must not only look at data globally, but also must be able to disaggregate data. School counselors must be able to separate data by variables to determine if there are any groups of students who may not be performing as well as others. Disaggregated data often precipitate change because they bring to light issues of equity and focus the discussion upon the needs of specific groups of students. Examples of databases to be examined are:

❖ Gender

❖ Ethnicity

❖ Socioeconomic status

❖ Vocational program

❖ Language spoken at home

❖ Special education

❖ Grade level

Annual Results Reports

These are designed to ensure school counseling programs are assessed for effectiveness and to inform decisions related to program improvement. These reports are an essential component of a data-informed school counseling program. There are two types of annual results reports:

❖ Classroom and group Mindsets & Behaviors Results Reports are used to organize and report results of classroom lessons and small-group sessions. School counselors analyze the results report to determine the effectiveness of the classroom and group activities and inform program improvement.

❖ Closing-The-Gap Results Reports are used to organize and report results of targeted, multifaceted closing-the-gap activities and interventions. School counselors analyze the results report to determine the effectiveness of the activities and/or interventions and inform future practice.

Data Over Time

Collecting immediate, intermediate, and long-range data allows the school counselor to gain a true picture of the impact of the school counseling and guidance program. Immediate data measure the impact of knowledge, skills, and attitude change as a result of counselor activity or intervention. Intermediate data measure the application of knowledge, skills, and attitudes over a short period of time. Long-range data are longitudinal and examine trends from year to year.

Assessing the current school counseling program reveals how well the program is meeting the academic, career, and social/emotional needs of students. The process of data gathering and analysis ensures that school guidance and counseling implementation plans are rooted in a clear understanding of the particular and unique needs of students. School counselors should determine student needs that are unique to their school and community. Data analysis is the mechanism by which the practicing school counselor is able to acquire specific information to best understand these needs.

❖ Participation data answer the question, “What did you do for whom?” and provide evidence that an event took place. Process data describe the manner in which the program is conducted and indicate if the program follows established practices. These data are important in that they indicate that an event took place, but do not provide evidence that any change occurred.

❖ Mindsets & Behaviors data answer the question, “What do students think they know, believe, or can demonstrate?” These data are often collected through pre/post surveys, tests, or skill demonstration opportunities (role plays, evaluation forms).

❖ Outcome data answer the question, “So what?” These data show that the program has a positive impact on students’ ability to utilize their knowledge, attitudes, and skills to effect behavior change.

Monitoring School Counseling Program Progress

School Counseling Program Assessment

Evaluation of the comprehensive counseling program is a vital element in determining the effectiveness of the school program. The school counseling program evaluation provides a means for enhancing and improving the program and demonstrating accountability. An evaluation of the counseling program using process data, perception data, and results data measures the degree to which students have acquired the skills and knowledge defined by the competencies and the Minimum Requirements for School Counseling and Guidance Programs in Alabama.

Measurable success resulting from utilization of the above data can be determined by an increase in the number of students completing high school who achieve the academic, career, and personal/social competencies essential for becoming successful adults. These students have a wide range of substantial postsecondary options that may include entry into the workforce, further technical training, or postsecondary education opportunities. Counselors should analyze student achievement and counseling and guidance program-related data, conduct research on activity outcomes, and discover achievement gaps that exist among different groups of students.

School Counselor Performance Appraisal

Annually a qualified administer completes the school counselor performance appraisal to evaluate

the school counselor’s overall performance. Appraisal documents are often developed in alignment

with state or district guidelines and may appear in a variety of frameworks selected by state and

district leaders. Baldwin County Board of Education uses STAGES to evaluate employee personnel.

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